CW High School Geometry B 1. Transformations and Symmetry (14.29%)
Learning Targets 1.1 I can draw the rotation of an object, about the origin of a graph. I can draw the re ection of an object across a diagonal line.
Learning Target Descriptor Definition
4 Pro cient I can draw the rotation of an object, about the origin of a graph. I can draw the re ection of an object across a diagonal line.
3 Developing I can determine the translation vector used to move an object from one location to another, when given a diagram.
2 Basic I can draw the translation of an object using a translation vector.
1 Minimal I can draw the re ection of an object across either the x or y axis.
0 No Evidence No evidence shown.
1.2 I can determine if a gure has linear or rotational symmetry, draw in all lines of symmetry, and determine order and magnitude for each gure.
Learning Target Descriptor Definition
4 Pro cient I can determine if a gure has linear or rotational symmetry, draw in all lines of symmetry, and determine order and magnitude for each gure.
3 Developing I can determine if an object has rotational symmetry and calculate the magnitude of the rotation
2 Basic I can determine if an object has rotational symmetry and calculate the order.
1 Minimal I can demonstrate linear symmetry of an object by drawing in all the lines of symmetry.
0 No Evidence No evidence shown.
1.3 I can select and use the proper Law of Exponents needed to simplify a rational expression.
Learning Target Descriptor Definition
4 Pro cient I can select and use the proper Law of Exponents needed to simplify a rational expression.
3 Developing I can multiply variables and raise exponents to a power when they have coe cients. I can reduce a rational expression, using the Laws of Exponents, with no coe cients.
2 Basic I can raise an exponent to a power, using the Laws of Exponents, with no coe cients.
1 Minimal I can multiply variables together using the Laws of Exponents, with no coe cients.
0 No Evidence No evidence shown.
2. Triangle Inequalities and Radicals (14.29%) CW High School Geometry B
Learning Targets 2.1 I can implement the Geometric Mean to calculate a missing portion of the hypotenuse when not given the altitude of the right triangle.
Learning Target Descriptor Definition
4 Pro cient I can implement the Geometric Mean to calculate a missing portion of the hypotenuse when not given the altitude of the right triangle.
3 Developing I can calculate a missing side length of a right triangle given proportional sections of the hypotenuse.
2 Basic I can calculate a missing section of the hypotenuse given the altitude of a the right triangle.
1 Minimal I can calculate the altitude of a right triangle given two proportional sections of the hypotenuse.
0 No Evidence No evidence shown.
2.2 I can determine which type of triangle will be formed, by three given lengths, using triangle inequality.
Learning Target Descriptor Definition
4 Pro cient I can determine which type of triangle will be formed, by three given lengths, using triangle inequality.
3 Developing I can utilize the converse of the Pythagorean Theorem to determine if a right triangle can be formed by three given lengths.
2 Basic I can use triangle inequality to determine if a triangle can be formed with three given lengths.
1 Minimal I can formulate the range for a possible third side of a triangle when given the other two sides.
0 No Evidence No evidence shown.
2.3 I can produce the lowest form of a radical expression which contains numbers and multiple variables.
Learning Target Descriptor Definition
4 Pro cient I can produce the lowest form of a radical expression which contains numbers and multiple variables.
3 Developing I can produce the lowest form of a radical expression which contain multiple variables.
2 Basic I can produce the product of radical expressions and reduce it to the lowest form.
1 Minimal I can rewrite a number in radical form to lowest terms, not involving decimals.
0 No Evidence No evidence shown.
2.4 I can convert a fraction containing radicals in both the denominator and numerator to a fraction in proper form by rationalizing the denominator and reducing to lowest terms.
Learning Target Descriptor Definition CW High School Geometry B
Learning Target Descriptor Definition
4 Pro cient I can convert a fraction containing radicals in both the denominator and numerator to a fraction in proper form by rationalizing the denominator and reducing to lowest terms.
3 Developing I can convert a fraction containing a radical in the denominator to a fraction in proper form by rationalizing the denominator and reducing to lowest terms.
2 Basic I can convert a fraction containing radicals in both the denominator and numerator to a fraction in proper form by rationalizing the denominator, when no further reducing is needed.
1 Minimal I can convert a fraction containing a radical in the denominator to a fraction in proper form by rationalizing the denominator, when no further reducing is needed.
0 No Evidence No evidence shown.
3. Trigonometry (14.29%)
Learning Targets
3.1 I can utilize the properties of the special right triangles (45-45-90 and 30-60-90) to calculate the length of any leg or hypotenuse, given only one side length of the triangle.
Learning Target Descriptor Definition
4 Pro cient I can utilize the properties of the special right triangles (45-45-90 and 30-60-90) to calculate the length of any leg or hypotenuse, given only one side length of the triangle.
3 Developing I can utilize the properties of the 45-45-90 or 30-60-90 special right triangle to calculate the length of any leg or hypotenuse when the leg which is normally given in radical form is a given as a whole number instead.
2 Basic I can utilize the 45-45-90 triangle to nd the length of the legs when the length of the hypotenuse is a radical. And, use the 30-60-90 triangle to nd the length of the short leg and hypotenuse when the length of the longer leg is a radical .
1 Minimal I utilize the properties of the 45-45-90 special right triangle to nd the length of a leg or hypotenuse when given the length of one leg.
0 No Evidence No evidence shown.
3.2 I can produce a diagram of situation from a story problem, involving an angle of elevation or angle of depression, use it to write an equation using sine, cosine, or tangent, and solve for a missing distance.
Learning Target Descriptor Definition
4 Pro cient I can produce a diagram of situation from a story problem, involving an angle of elevation or angle of depression, use it to write an equation using sine, cosine, or tangent, and solve for a missing distance.
3 Developing I can produce a diagram of situation from a story problem, involving a standard triangle situation, use it to write an equation involving sine, cosine, or tangent, and solve for a missing distance or angle measurement. CW High School Geometry B
Learning Target Descriptor Definition
2 Basic I can formulate an equation using sine, cosine, or tangent to solve for a missing angle measurement, given a diagram of the triangle with two labeled parts.
1 Minimal I can formulate an equation using sine, cosine, or tangent to solve for a missing side length, given a diagram of the triangle with two labeled parts.
0 No Evidence No evidence shown.
3.3 I can produce the measure of missing angle of a non-right triangle, using the Law of Cosine.
Learning Target Descriptor Definition
4 Pro cient I can produce the measure of missing angle of a non-right triangle, using the Law of Cosine.
3 Developing I can produce length of a missing side of a non-right triangle using the Law of Cosine.
2 Basic I can produce the measure of a missing angle of a non-right triangle using the Law of Sine.
1 Minimal I can produce the length of a missing side of a non-right triangle using the Law of Sine.
0 No Evidence No evidence shown.
4. Circles (14.29%)
Learning Targets
4.1 I can identify all the major components of a circle.
Learning Target Descriptor Definition
4 Pro cient I can identify all the major components of a circle.
3 Developing I can identify chords, secants, and tangents
2 Basic I can differentiate between central and inscribed angles.
1 Minimal I can differentiate between the diameter and radius of a circle.
0 No Evidence No evidence shown.
4.2 I can utilize the relationships between central and inscribed angles and their corresponding arcs to calculate measurements when multiple angles are presented in a diagram.
Learning Target Descriptor Definition
4 Pro cient I can utilize the relationships between central and inscribed angles and their corresponding arcs to calculate measurements when multiple angles are presented in a diagram. CW High School Geometry B
Learning Target Descriptor Definition
3 Developing I can compute the measures of an arc, central angle, or inscribed angle when presented all together in a diagram.
2 Basic I can compute the measure of an inscribed angle given the corresponding arc and compute the measure of an arc given the measure of the corresponding inscribed angle, when presented individually in a diagram.
1 Minimal I can compute the measure of a central angle given the corresponding arc and compute the measure of an arc given the measure of the corresponding central angle, when presented individually in a diagram.
0 No Evidence No evidence shown.
4.3 I can recognize the relationships between chords, tangents, secants, diameters their resulting arcs and use them to solve problems.
Learning Target Descriptor Definition
4 Pro cient I can recognize the relationships between chords, tangents, secants, diameters their resulting arcs and use them to solve problems.
3 Developing I utilize the relationship between intersecting chords to nd the length of a section of a chord. I can use the relationship between perpendicular chords and diameters to nd lengths of the chord or diameter.
2 Basic I can utilize the relationship between intersecting secants and tangents to calculate angle or arc measurements.
1 Minimal I can utilize the relationship between intersecting chords or chords and tangents to calculate angle or arc measurements.
0 No Evidence No evidence shown.
4.4 I can derive the equation of a circle given the center and a point on the circumference of the circle.
Learning Target Descriptor Definition
4 Pro cient I can derive the equation of a circle given the center and a point on the circumference of the circle.
3 Developing I can derive the equation of a circle from a diagram given on a Cartesian plane.
2 Basic I can derive the equation of a circle when directly given the radius and a center of (h,k).
1 Minimal I can derive the equation of a circle when directly given the radius and a center at the origin.
0 No Evidence No evidence shown.
5. Area, Perimeter, Scale Factor (14.29%)
Learning Targets
5.1 I can extrapolate any information from a diagram need to compute the areas of triangles and quadrilaterals. CW High School Geometry B
Learning Target Descriptor Definition
4 Pro cient I can extrapolate any information from a diagram need to compute the areas of triangles and quadrilaterals.
3 Developing I can compute the areas of parallelograms, rhombii, trapezoids and kites when extra information is provided.
2 Basic I can compute the areas of parallelograms, rhombii, trapezoids and kites when all of the needed information is given.
1 Minimal I can compute the area of rectangles, squares, and right triangles.
0 No Evidence No evidence shown.
5.2 I can compute the areas of circles and sectors when given the circumference of the circle.
Learning Target Descriptor Definition
4 Pro cient I can compute the areas of circles and sectors when given the circumference of the circle.
3 Developing I can compute the area of a sector of a circle when given the measure of the negative space or given the diameter.
2 Basic I can compute the area of a sector of a circle when given the exact angle measurement and radius of the sector.
1 Minimal I can compute the area of a circle given the radius or diameter of the circle.
0 No Evidence No evidence shown.
5.3 I can compute the area of any regular polygon or composite gure.
Learning Target Descriptor Definition
4 Pro cient I can compute the area of any regular polygon or composite gure.
3 Developing I can break down a composite gure into smaller, recognizable shapes and nd the areas of each part. I can calculate the area of a regular polygon given a side length and the length of the apothem.
2 Basic I can utilize the measure of a vertex angle to determine how many sides a regular polygon has.
1 Minimal I can calculate the measure of the central and vertex angles of a regular polygon.
0 No Evidence No evidence shown.
5.4 I can utilize the properties of similar gures to calculate scale factors, ratios of area and solve area problems.
Learning Target Descriptor Definition CW High School Geometry B
Learning Target Descriptor Definition
4 Pro cient I can utilize the properties of similar gures to calculate scale factors, ratios of area and solve area problems.
3 Developing I can convert a ratio of areas back to a scale factor.
2 Basic I can convert a scale factor to a ratio of areas.
1 Minimal I can derive the scale factor between two similar objects given side lengths.
0 No Evidence No evidence shown.
6. Surface Area and Volume of 3-D Figures (14.29%)
Learning Targets 6.1 I can compute the surface area of 3-D gures, particularly prisms and pyramids with regular polygonal bases beyond four sides when given either the height or slant height of the gure.
Learning Target Descriptor Definition
4 Pro cient I can compute the surface area of 3-D gures, particularly prisms and pyramids with regular polygonal bases beyond four sides when given either the height or slant height of the gure.
3 Developing I can compute the surface area of 3-D gures, particularly prisms and pyramids with either triangular or quadrilateral bases when given either the height or slant height of the gure.
2 Basic I can compute the surface area of 3-D gures, particularly cones when given either the height or slant height of the gure.
1 Minimal I can compute the surface area of 3-D gures, particularly spheres and cylinders when given either the radius or diameter of the gure.
0 No Evidence No evidence shown.
6.2 I can compute the volume of 3-D gures, particularly prisms and pyramids with regular polygonal bases beyond four sides when given either the height or slant height of the gure.
Learning Target Descriptor Definition
4 Pro cient I can compute the volume of 3-D gures, particularly prisms and pyramids with regular polygonal bases beyond four sides when given either the height or slant height of the gure.
3 Developing I can compute the volume of 3-D gures, particularly prisms and pyramids with either triangular or quadrilateral bases when given either the height or slant height of the gure.
2 Basic I can compute the volume of 3-D gures, particularly cones when given either the height or slant height of the gure.
1 Minimal I can compute the volume of 3-D gures, particularly spheres and cylinders when given either the radius or diameter of the gure. CW High School Geometry B
Learning Target Descriptor Definition
0 No Evidence No evidence shown.
6.3 I can identify congruent and similar solids and use the proper scale factor to solve volume problems.
Learning Target Descriptor Definition
4 Pro cient I can identify congruent and similar solids and use the proper scale factor to solve volume problems.
3 Developing I can convert a ratio of volumes to a scale factor.
2 Basic I can convert scale factor to a ratio of volumes.
1 Minimal I can derive the scale factor between two similar objects given side lengths.
0 No Evidence No evidence shown.
7. Algebra Review (14.26%)
Learning Targets
7.1 I can illustrate the solution to algebraic, linear, and non-linear inequalities using the proper shading or arrow.
Learning Target Descriptor Definition
4 Pro cient I can illustrate the solution to algebraic, linear, and non-linear inequalities using the proper shading or arrow.
3 Developing I can use the proper type of dividing point, line, or curve to demonstrate which type of inequality is being presented.
2 Basic I can show the location of the dividing point on a number line or draw the dividing line or curve in the proper location on a grid.
1 Minimal I can compute the dividing point for an algebraic inequality and draw a proper number line.
0 No Evidence No evidence shown.
7.2 I can solve systems of linear equations algebraically.
Learning Target Descriptor Definition
4 Pro cient I can solve systems of linear equations algebraically.
3 Developing I can use the substitution method to solve for both x and y when one equation must be fully substituted into the other equation.
2 Basic I can use the addition/elimination method when both equations are in standard form and no modi cations need to be made to either equation CW High School Geometry B
Learning Target Descriptor Definition
1 Minimal I can use the substitution method to solve for both x and y when both equations are given in y-form.
0 No Evidence No evidence shown.
7.3 I can select and use the best method of solving a quadratic equation for x.
Learning Target Descriptor Definition
4 Pro cient I can select and use the best method of solving a quadratic equation for x.
3 Developing I can use the Quadratic Formula to solve for x when the equation cannot be easily factored.
2 Basic I can utilize various factoring methods to break a quadratic equation down into a product of binomials and apply the Zero Product Property.
1 Minimal I can utilize the Zero Product Property to solve for x when the equation is already factored for me.
0 No Evidence No evidence shown.
7.4 I can perform various operations with rational expressions and reduce them to simplest form.
Learning Target Descriptor Definition
4 Pro cient I can perform various operations with rational expressions and reduce them to simplest form.
3 Developing I can multiply and divide rational expressions and reduce to simplest form.
2 Basic I can use factoring to transform a polynomial to a product of terms, in order to reduce a rational expression to simplest form.
1 Minimal I can use the Laws of Exponents to reduce a rational expression to simplest form.
0 No Evidence No evidence shown.
Submitted on 2/8/2019 by Wendy Weaver